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Widening Access to Higher Education and 2012: How do we measure it?. Dr. Graeme Atherton Aimhigher Central London Partnership Manager, University of Westminster. Summary. Access to HE – background and policy Drivers of Access to HE Evidence of impact of previous Olympics here

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Widening Access to Higher Education and 2012: How do we measure it?


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widening access to higher education and 2012 how do we measure it

Widening Access to Higher Education and 2012: How do we measure it?

Dr. Graeme Atherton

Aimhigher Central London Partnership Manager, University of Westminster

summary
Summary
  • Access to HE – background and policy
  • Drivers of Access to HE
  • Evidence of impact of previous Olympics here
  • Potential impact of Olympics
  • Conclusions and questions
access to he background and policy
Access to HE: Background and Policy
  • Gap by social class significant but narrowing slightly – Young ft entrants from IV – III 27.9% 02/03 to 29.8% 06/07 (1)
  • Several measures & definitions
  • Numbers/population/geography/youth cohort survey (2)
  • Significant investment by present govt
  • £450m + 2006-07 National Audit Office report (3)
  • Different investment streams
  • Aimhigher/Lifelong Learning Networks/Postcode Premium/OFFA & Access Agreements (4)
drivers of access to he
Drivers of Access to HE
  • Attainment – large gap at GCSE by social class – 35% gap at 5 A-C highest & lowest quartiles (10)
  • Aspirations – 60% 11-16 yr olds in non-work households want to go to HE vs 74% in where 2 parents work (11)
  • Information, Advice and Guidance - 70% of HE students wanted more & better advice pre HE (12)
  • Progression routes - 89% 2 A-levels+ go to HE vs 40% Level 3 vocational qualifications (13)
  • Above factors interact together
evidence of impact of previous olympics
Evidence of Impact of Previous Olympics
  • Not significant evidence
  • Sydney – increase in overall participation post 2000 but could be due to re-classification (14)
  • Individual projects based around Beijing – featured today e.g. London Beijing Vocational Education Project
  • Focus been on potential growth in international students (15)
potential impact of olympics
Potential Impact of Olympics
  • Attainment
  • Learning materials with Olympic theme (16)
  • Integration of Olympic themes to core curriculum
  • Achievements in sports supporting wider subject attainment
  • Evaluation of School Sports Partnership (SSP) Programme suggests physical education can have positive impact on attainment (!&)
potential impact of olympics1
Potential Impact of Olympics
  • Aspirations
  • Olympic themed outreach projects focused on:
  • subjects e.g. Engineering, Languages (18)
  • groups e.g. boys/those with disabilities
  • HE involvement in volunteering allowing HE to reach new young people/adults (19)
potential impact of olympics2
Potential Impact of Olympics
  • Information, Advice and Guidance
  • Probable relationship less here
  • Need for effective IAG though in particular subjects to support:
  • Raising of aspirations (above)
  • Creation of new progression routes (below
potential impact of olympics3
Potential Impact of Olympics
  • Progression Routes
  • New provision of Level 1/2/3 courses in Olympics related areas – 60,000 person yrs of employment (20)
  • New/Adjusted/Expanded existing Level 4 provision to allow progression (21)
  • New courses co-funded with/delivered for employers – part time/flexible/modular
discussion
Discussion
  • As with other Olympic: societal impact scenarios strategic integration with current initiatives needed – Games/Education/Access
  • Could theories e.g. Olympic Tourism & ‘leveraging’ be applied to access context?
  • Widening Access benefits will not just ‘happen’
discussion1
Discussion
  • To capture impact – concurrent mapping of any access:Olympics projects needed
  • Tracking of participants
  • Identification of where impact expected & measure of access
  • Further research could benefit both:
  • Event Legacy Theory
  • Widening Access Theory
contact
Contact
  • Thank You
  • Full paper available as draft
  • If you want to discuss any of the issues in the paper please contact me:
  • Dr. Graeme Atherton
  • athertg@wmin.ac.uk
references
References
  • 1) Higher Education Statistical Agency (2008) Performance Indicators Cheltenham: HESA
  • (2) Atherton, G. (2008) ‘Who is widening participation for? The lost case of Aimhigher Central London Partnership’Paper to the Exploring learning trajectories” Conference to launch the Widening Participation Research Centre Edge Hill University 20/21st May 2008
  • (3) National Audit Office (2008) ‘Widening participation in higher education’ London: NAO
  • (4) National Audit Office (2008) as above
  • (5) Atherton, G. & Hall, J. (2007)‘Application to Higher Education amongst Different Ethnic Groups in Greater London: Is there no place like home?’
  • (6) Atherton, G. & Hall, J. (2007)as above
  • (7) HEFCE (2005) Young participation in Higher Education Bristol:HEFCE
  • (8) HEFCE (2005) as above
  • (9) HESA (2006) Student Tables 2005/06 Chetenham: HESA
  • (10) Department of Education and Skills (2006) Social Mobility: Narrowing Social Class Educational Gaps – supporting materials to a speech by the Rt Hon Ruth Kelly MP Secretary of State for Education and Skills to the Institute for Public Policy Research London:Dfes
  • (11) The Sutton Trust (2008) Ipsos MORI Young People Omnibus Survey – 2008http://www.suttontrust.com/reports/MORI2008.pdf
  • (12) Purcell, K., Elias, P., Ellison, R., Atfield, G. , Adam, D., & Livanos, I. (2008) Applying for Higher Education – the diversity of career choices, plans and expectations – Findings from the First Futuretrack Survey of the ‘Class of 2006’ applicants for Higher Education Warwick: Warwick Institute of Employment Research
references1
References
  • (13) Department of Education and Skills (2003) Widening Participation to Higher Education London: Dfes
  • (14) Price Waterhouse Coopers (2008) Impact of the Olympic Games on HE in the host city London: London Higher
  • (15) Price Waterhouse Coopers (2008)
  • (16) For example of materials being developed with Olympic theme go to:
  • http://getset.london2012.com/home
  • (17) Loughborough partnership (2008) The Impact of School Sport Partnerships on pupil attainment Loughborough University: Institute of Youth Sport
  • (18) For information on the HEFCE funded Routes into Languages project go to: http://www.routesintolanguages.ac.uk/london
  • (19) HEFCE (2007) The HE sector and the Olympic Games Bristol: HEFCE
  • (20) Experian (2006) Employment and Skills for the 2012 Games: research and evidence London: Learning and Skills Council & London Development Agency
  • (21) HEFCE (2007) (as above)
  • (22) Higher Education Policy Institute Demand for Higher Education in 2020 and beyond
  • (23) HEFCE (2008) ‘HEFCE to provide £105m to expand employer engagement courses’ 21st February 2008 http://www.hefce.ac.uk/news/hefce/2008/employer.htm
  • (24) Thorne, D. & Atherton, G. (2008) Behind the Lines: Exploring models of HE engagement with 14-19 Diplomas London: Learning and Skills Council